Teaching Lab End of Year Report: MA_DESE

2022-2023 End of Year Report

Background

Teaching Lab collects a variety of data to understand the impact of its PL for educators and students. Please see this resource for a visual overview of our evaluation framework. Additionally, the narrative of our evaluation plan provides more details.

To date (Jun 05, 2023), Teaching Lab has collected the following data during SY22-23:

4 complete responses to the first Knowledge or Self-Reported Practices Assessments and 0 to the second Knowledge or Self-Reported Practices Assessments;
675 complete responses to the Baseline Diagnostic Educator Survey that collects information on teachers’ use of curricula, mindsets, self-reported practices, and school environment & 0 responses to the Follow-up Educator Survey.
223 observations of classroom instruction.
1,709 high quality samples of student work.

Below we have compiled the results in various sections: Participant Background and Demographics Summary, Participant Knowledge, Teachers’ Mindsets & School Environment, School Leaders’ Mindsets & Observational Practices, Instructional Practice and Student Outcomes.

Section 1: Participant Background and Demographics Summary

This section provides a demographic and background summary on participants.

Gender and Racial Identity

Years of Teaching Experience

Content Area

Grades

Prior Experience with Teaching Lab Professional Learning

Roles

Section 2: Participant Knowledge/Self-Reported Practices Assessments

For most PL courses, Teaching Lab administers a pre- and post- content knowledge or self-reported practice assessment. Below the pre and post averages are visualized by assessment.

Section 3: Teachers’ Mindsets & School Environment

Participants complete Teaching Lab’s Educator Survey twice a year: at the beginning and end of their participation in PL. The survey collects data on teachers’ mindsets, perception and use of curricula, and perceptions of school culture and climate.

Section 3a: Teacher - Mindsets

Teachers responded to several items about mindsets, related to recognizing race and culture, the need for remediation, high expectations for all students, and growth mindsets on a 5-point Likert scale. Composite measures were created for each construct by reverse coding some items and then averaging responses across items. In this way, higher scores correspond to holding equitable mindsets.

The following are average scores by item calculated by the weighted quintile multiplied by a ratio on the scale of 0-1. Higher scores are better

See here for an example.

Overall

Recognition of Race & Culture

High Expectations

Growth Mindsets

Section 3b: Teachers - Perceptions and Use of Curricula

Teachers responded about the different curricula they use regularly and the most often. Overall we see the following results.

Aggregate

Math

Teachers responded about the different curricula they use regularly and the most often. For math we see the following results.

ELA

Teachers responded about the different curricula they use regularly and the most often. For ELA we see the following results.

Other

Teachers responded about the different curricula they use regularly and the most often. For “other” (non-math or ELA) subjects we see the following results.

Section 3c: Educators’ Perceptions of School Culture and Climate

Teachers’ Perceptions of School Leaders and CBPL

Teachers responded to items about their perceptions of school leaders and PL environment.

Teachers’ Perceptions of School Environment

Teachers responded to items about their school environment.

Section 4: School Leaders’ Mindsets & Observational Practices

Participants complete Teaching Lab’s Educator Survey twice a year: at the beginning and end of their participation in PL. The survey collects data on school leaders’ mindsets and self-reported observational practices.

Section 4a: School Leaders - Mindsets

School leaders responded to several items about mindsets, related to recognizing race and culture, the need for remediation, high expectations for all students, and growth mindsets on a 5-point Likert scale. Composite measures were created for each construct by reverse coding some items and then averaging responses across items. In this way, higher scores correspond to holding equitable mindsets.

Overall

Recognition of Race & Culture

High Expectations

Growth Mindsets

Section 4b: School Leaders - Observational Practices

School leaders responded to items about the focus of their observational practices.

Section 5: Teachers’ Instructional Practices

Teachers report on their instructional practices in the Educator Survey and some are observed by Teaching Lab staff.

Section 5a: Teachers’ CRSE Self-Reported Practices

Participants complete Teaching Lab’s Educator Survey twice a year: at the beginning and end of their participation in PL. The survey collects data on self-reported culturally responsive and sustaining education (CRSE) practices.

Section 5c: Instructional Walkthroughs

Below are data from observations conducted for the purpose of building school leader capacity to conduct instructional walkthroughs.

Math

ELA

K-2 ELA

Section 5b: % On Grade Level

Section 5c: Student Performance on Grade-Level Tasks

Return to Website

info@teachinglab.org